The success of Yu Ming Charter School shows how our usual ways of thinking about diversity and equity in American schools are becoming outmoded. Illustration by Anuj Shrestha “All you have to do for your kid to receive the best education in the Bay Area is put them in a classroom where their teachers will not speak English for most of the school day.” That’s what the columnist Jay Caspian Kang writes about the Yu Ming Charter School, a free K-8 Mandarin-immersion school in North Oakland that has attracted a diverse student body. For some parents, the school’s language program is the main source of its appeal. “China is a growing country, and maybe this will set her up for success,” one parent says, talking about her daughter, a first grader. But, for others, the Mandarin model is more of a quirk, secondary to the school’s high test scores and top ranking. Kang speaks to a variety of parents, and explores the idea that the families drawn to such a school represent a distinct cohort of Americans—one that blurs traditional ethnic and class distinctions—who are looking for a different kind of public education for their kids. —Ian Crouch, newsletter editor Support The New Yorker’s award-winning journalism. Subscribe today » |
No comments:
Post a Comment